Developmental Attainment of Infants and Young Children with Down Syndrome     

Carol Tingey  Lance Mortensen  Pam Matheson  Wendy Doret 《International Journal of Disability, Development & Education》1991,38(1):15-26

INFANTS and young children with Down syndrome who were living at home and attending exemplary early intervention programs were assessed by trained examiners in the five domains of the Battelle Developmental Inventory. Data was compared to the 50th percentile attainment and found that infants and young children with Down syndrome are more similar to other children in Personal Social and Adaptive Domains and less similar in Communication and Cognitive Domains. These differences begin to show more dramatically as the child reaches the age of 36 months. The older the child the greater the measured differences. Documenting and understanding this uneven developmental path is significant in program planning.  相似文献   

The effect of systematic academic instruction on behavioural and academic outcomes of students with EBD     

Lidy van der Worp-van der Kamp  Sip Jan Pijl  Wendy J. Post  Jan O. Bijstra  Els J. van den Bosch 《Educational studies》2016,42(1):72-84

This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on behaviour. On the basis of these studies, it was hypothesised that the amount of teachers’ systematic academic instruction positively influences the academic progress of students with EBD as well as their behaviour. The amount of systematic academic instruction by teachers in daily teaching (N = 88) and the behaviour and academic progress of a sample of their students (N = 234) were measured and analysed by means of multilevel analyses. The results show a significant relationship between systematic academic instruction and academic outcomes. However, academic outcomes taking into account previous academic performance and behavioural outcomes could not be related to systematic academic instruction. Implications for research on the daily practice of special education are discussed.  相似文献   

Student use of test-wiseness strategies in solving multiple-choice chemistry examinations     

Marcy Hamby Towns  William R. Robinson 《科学教学研究杂志》1993,30(7):709-722

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The Scaling of Mixed-Item-Format Tests With the One-Parameter and Two-Parameter Partial Credit Models     

Robert C. Sykes  Wendy M. Yen 《Journal of Educational Measurement》2000,37(3):221-244

Item response theory scalings were conducted for six tests with mixed item formats. These tests differed in their proportions of constructed response (c.r.) and multiple choice (m.c.) items and in overall difficulty. The scalings included those based on scores for the c.r. items that had maintained the number of levels as the item rubrics, either produced from single ratings or multiple ratings that were averaged and rounded to the nearest integer, as well as scalings for a single form of c.r. items obtained by summing multiple ratings. A one-parameter (IPPC) or two-parameter (2PPC) partial credit model was used for the c.r. items and the one-parameter logistic (IPL) or three-parameter logistic (3PL) model for the m.c. items, ltem fit was substantially worse with the combination IPL/IPPC model than the 3PL/2PPC model due to the former's restrictive assumptions that there would be no guessing on the m.c. items and equal item discrimination across items and item types. The presence of varying item discriminations resulted in the IPL/IPPC model producing estimates of item information that could be spuriously inflated for c.r. items that had three or more score levels. Information for some items with summed ratings were usually overestimated by 300% or more for the IPL/IPPC model. These inflated information values resulted in under-estbnated standard errors of ability estimates. The constraints posed by the restricted model suggests limitations on the testing contexts in which the IPL/IPPC model can be accurately applied.  相似文献   

Anticipatory Reaching by Infants and Adults: The Effect of Object Features and Apertures in Opaque and Transparent Screens     

J. A. Robinson  B. E. McKenzie  R. H. Day 《Child development》1996,67(6):2641-2657

Perception of the manner in which objects may be grasped was examined in a series of experiments with adults and 10-month-old infants; visuomotor adjustment in hand orientation before making contact with objects served as the index throughout. In the first experiment, infants modified their hand orientation to match more closely the long axis of an object. They did so even though the target object could have been grasped by either end with hands oriented orthogonally to the long axis of the object. In two subsequent experiments involving reaching through narrow apertures to grasp the target, anticipatory adjustments in hand posture were evident for adults but not for infants. However, anticipatory adjustments by infants, sometimes appropriate and sometimes inappropriate, were made when the object was of such a size that it could neither be grasped nor retrieved through the aperture. In the final experiment, infants directed their hands first toward a handle, the only graspable part of an object, and oriented their hands so as to be nearly parallel with it prior to contact. This was the only orientation in which a grasp was possible. It was concluded that infants at 10 months respond more appropriately to object properties than to surface apertures that place limitations on how an object may be grasped.  相似文献   

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications   总被引：1，自引：0，他引：1  

Debbie?R.?Robinson  Janet?Ward?SchofieldEmail author  Katrina?L.?Steers-Wentzell 《Educational Psychology Review》2005,17(4):327-362

This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and otherminority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring programs are discussed.  相似文献   

Student Constructions of Fit: Narratives About Incongruence at a Faith-Based University     

Nathan F. Alleman  Jessica A. Robinson  Elizabeth A. Leslie  Perry L. Glanzer 《Christian Higher Education》2016,15(3):169-184

Decades of student persistence and retention literature has brought to light factors of social, academic, and religious fit that influence a student's decision to remain at or depart from an institution. At Christian institutions, increasing student pluralism raises the likelihood that students will not fit religiously. This qualitative study of 21 first-time, full-time students contributes to the existing literature by exploring how students who already feel they do not fit for religious reasons work at constructing a sense of fit at a Christian research university. Many participants coped with religious discontinuity by redefining specifically Christian practices and teachings in terms that were personally palatable: as either general moral lessons that would help them to be a better person or as cultural insights that would benefit them social and professionally in the future. In many cases, university staff were instrumental. Finally, participants worked to construct an acceptable level of fit, or fit threshold, through various combinations of social fit, academic fit, and religious fit, often compensating for one with others. As Christian institutions increasingly invite students from diverse religious backgrounds into their campus community, understanding ways that these students attempt to adapt to religious incongruence will be paramount.  相似文献   

In This Issue—Reminiscing About Birth and Motherhood     

Wendy C. Budin 《The Journal of perinatal education》2021,30(1):3

In this column, the editor of The Journal of Perinatal Education reminisces about her births and those of her three daughters and how birth has had an impact on her personal and professional life. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.  相似文献   

Assessing the relative performance of U.K. university technology transfer offices: parametric and non-parametric evidence     

Wendy Chapple  Andy Lockett  Donald Siegel  Mike Wright 《Research Policy》2005,34(3):369-384

We present evidence on the relative performance of U.K. university technology transfer offices (TTOs) using data envelopment analysis (DEA) and stochastic frontier estimation (SFE). U.K. TTOs are found to exhibit low-levels of absolute efficiency. There also appear to be decreasing returns to scale, implying that TTOs may need to be reconfigured into smaller units. The development of regionally-based sector focused TTOs is also advised. Consistent with qualitative evidence from U.S. TTOs, we find that there is a need to upgrade the business skills and capabilities of U.K. TTO managers and licensing officers.  相似文献   

Which sexual abuse victims receive a forensic medical examination? The impact of Children's Advocacy Centers     

Walsh WA  Cross TP  Jones LM  Simone M  Kolko DJ 《Child abuse & neglect》2007,31(10):1053-1068

OBJECTIVE: This study examines the impact of Children's Advocacy Centers (CAC) and other factors, such as the child's age, alleged penetration, and injury on the use of forensic medical examinations as part of the response to reported child sexual abuse. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on forensic medical exams in 1,220 child sexual abuse cases through review of case records. RESULTS: Suspected sexual abuse victims at CACs were two times more likely to have forensic medical examinations than those seen at comparison communities, controlling for other variables. Girls, children with reported penetration, victims who were physically injured while being abused, White victims, and younger children were more likely to have exams, controlling for other variables. Non-penetration cases at CACs were four times more likely to receive exams as compared to those in comparison communities. About half of exams were conducted the same day as the reported abuse in both CAC and comparison communities. The majority of caregivers were very satisfied with the medical professional. Receipt of a medical exam was not associated with offenders being charged. CONCLUSIONS: Results of this study suggest that CACs are an effective tool for furthering access to forensic medical examinations for child sexual abuse victims.  相似文献